) 

071  Suggestive  Outline  in  Woodwork  and  Drawing 

703  For  Grades  and  High  School 


ALSO 


A  Preliminary  Statement  Regarding  Work 


0  in  Metal  and  Cement 

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Prepared  by 

J.   M  DORRANS 

State  Supervisor  of  Manual  Training 


Issued  by 

C.  P.  GARY 

State  Superintendent 


Madison,  Wisconsin 
1917 


MANUAL  TRAINING  AND  INDUSTRIAL 
EDUCATION 


SUGGESTIVE   OUTLINE  FOR  WOODWORK  AND 
DRAWING 

In  order  that  manual  training  and  industrial  work  may  be 
most  fruitful  of  results,  it  is  absolutely  necessary  that  the  de- 
velopmental and  broadening  side  of  the  work  receive  as  much 
attention  as  the  actual  performance  by  the  hands.  The  knowl- 
edge of  how  to  distinguish  a  particular  kind  of  wood  or  metal, 
its  characteristics  and  properties  is  quite  as  valuable  and  de- 
velopmental to  a  student  as  the  accomplishment  of  making 
some  object  with  his  hands.  Hand  work  without  thinking  and 
planning  is  deadening  in  its  effects.  A  visit  to  a  factory,  build- 
ing yard,  foundry,  or  lumber  mill  under  the  careful  guidance 
of  the  instructor  will  give  the  student  an  insight  into  the  indus- 
trial world  that  will  be  of  great  profit  to  him.  A  report  of  such 
visits  may  be  written  up  for  the  English  work. 

Community  Work 

In  the  past,  manual  training  has  had  a  tendency  to  encourage 
pupils  to  become  selfish  and  to  think  of  their  own  interests 
rather  than  the  common  interests  of  the  school  and  the  com- 
munity. Pupils  should  be  trained  and  encouraged  to  become 
as  interested  in  doing  work  for  the  school  or  public  good  as 
though -it  were  for  themselves.  This  is  a  step  in  the  direction  of 
true  citizenship. 

Free-hand  drawing  on  coordinate  paper  might  well  receive 
more  attention  in  the  grades  and  high  school  work.  It  should 
be  correlated  with  the  shop  work  whenever  practicable.  Time 
should  be  taken  in  the  seventh  and  eighth  grades  to  sketch  the 
projects  that  are  under  construction  by  the  class. 

2066706 


New  Ideas  and  Inventions 

Discuss  any  new  idea  or  invention  with  the  class  that  is  re- 
lated to  the  shop  or  industries.  Make  such  points  as  where  the 
invention  will  be  most  helpful,  how  will  it  affect  the  people  as 
a  whole,  what  effect,  if  any,  it  will  have  in  our  daily  life. 

Bulletin  Board 

Have  a  bulletin  board  for  cuttings  on  interesting  subjects, 
and  encourage  the  boys  in  the  class  to  bring  these  cuttings.  For 
example,  many  interesting  cuttings  may  be  taken  from  The 
Popular  Mechanics  Magazine  or  from  The  World's  Work. 

Notebooks 

It  is  a  good  plan  for  the  teacher  to  keep  a  good  loose  leaf 
notebook  with  short  notes  on  his  subjects,  and  to  add  to  them 
when  opportunity  offers.  If  the,  notebook  is  of  such  a  size  that 
it  can  be  carried  conveniently  in  the  pocket,  more  helpful  ma- 
terial will  find  its  way  into  it  than  if  it  were  one  of  a  large  and 
bulky  nature.  The  pupils  should  also  keep  notebooks. 

Demonstrations 

The  teacher  is  usually  able  to  demonstrate  enough  in  fifteen 
or  twenty  minutes  to  keep  the  class  busy  for  the  remainder  of 
the  period.  A  schedule  of  demonstrations  and  lectures  should 
be  worked  out  by  the  teacher  for  the  entire  year. 

Charts  and  Drawings 

Charts  may  be  made  by  the  high  school  boys  for  grade  work. 
They  save  the  time  of  the  teacher  in  placing  the  drawings  on 
the  blackboard. 

Accuracy 

The  question  of  how  accurate  the  work  should  be  done  must 
rest  with  the  teacher.  He  must  study  the  individual  pupil 
and  be  satisfied  that  the  work  of  each  boy  is  the  best  he  is  able 
to  accomplish  at  that  particular  stage  of  the  work. 

Rural  and  city  districts  may  demand  different  problems. 


Card  Systems 

Schools  that  have  printing  presses  may  print  coupon  books 
for  the  Manual  Arts  Department.  When  lumber  is  obtained 
from  the  rack  by  members  of  the  class,  a  coupon  for  the  amount 
is  torn  from  the  book  and  filed  with  the  teacher.  A  card  show- 
ing the  itemized  and  total  cost  of  the  project  should  be  worked 
out  by  each  pupil  before  starting  the  construction. 

Problems  Arranged  by  Groups 

This  outline  of  woodwork  has  been  planned  with  the  object 
of  setting  out  the  problems  in  cycles  or  groups.  That  is,  after 
the  first  or  second  problem  has  been  made,  the  members  of  the 
class  may  have  a  choice  of  one  of  a  number  of  possible  problems. 
This  method  or  plan  allows  the  teacher  to  suggest  to  a  boy  a 
problem  that  will  be  adapted  to  his  ability  and  at  the  same  time 
command  his  interest.  This  does  not  necessarily  mean  the  mak- 
ing of  some  large  problem,  but  rather  one  that  calls  for  the 
maximum  amount  of  judgment  of  the  hoy.  The  arrangement 
of  groups  also  permits  the  presentation  of  the  important  opera- 
tions by  means  of  a  demonstration,  thereby  relieving  the  teacher 
of  the  necessity  for  simply  repeating  instructions  throughout 
the  period. 

Models 

When  possible,  it  is  a  good  plan  to  have  models  made  to  rep- 
resent the  various  groups  of  projects.  (High  school  boys  may 
help  in  this  work.)  A  boy  may  not  be  interested  by  being  told 
the  name  of  some  project  he  may  make,  nor  yet  by  seeing  the 
drawing,  but  may  be  very  much  interested  when  he  sees  a 
model  of  the  completed  problem. 

Demonstration  and  Topics 

An  arrangement  of  a  platform  and  seats  with  a  demonstra- 
tion bench  where  the  class  meets  at  the  beginning  of  each  period 
for  the  demonstration  is  urged.  This  platform  may  be  in  the 
manual  training  room,  if  there  is  sufficient  space,  or  in  a  room 
adjoining.  The  demonstration  should  not  be  long,  preferably 
not  over  fifteen  minutes.  A  short  review  of  the  work  of  the 


—  6  — 

last  period  should  be  taken  up  and  then  the  demonstration  pro- 
ceeded with. 

The  teacher  should  endeavor  to  have  some  interesting  topic 
on  the  work  to  present  to  the  class  in  the  event  of  no  demon- 
stration. A  short  talk  on  the  woods  that  are  being  used  in  the 
work  shop,  where  grown,  characteristics,  local  price  per  foot, 
and  common  uses  could  be  given. 


CEMENT  WORK 

The  development  of  cement  work  in  schools  offering  manual  training 
is  recommended.  This  may  be  given  in  the  eighth  grade  or  the  first 
year  of  high  school.  It  will  be  found  especially  valuable  and  makes  a 
good  correlation  with  carpentry  and  agriculture  in  schools  offering 
agricultural  courses  in  the  grades  or  high  school. 

Many  projects  in  cement  can  be  worked  out  for  the  school  or 
community.  Such  work  as  foundations  for  playground  apparatus, 
sidewalks,  and  floors,  offer  good  elementary  community  problems. 
Feed  troughs,  silo  foundations,  flower  boxes,  pedestals,  fence  posts, 
lawn  seats,  and  milkhouses  can  also  be  worked  out. 

Old  forms  can  be  worked  over  again  and  in  this  way  the  expense 
for  stock  kept  down  to  the  minimum. 

Carpentry 

Cement  work  suggests  a  good  correlation  with  that  type  of  carpentry 
work  which  is  suitable  for  schools.  The  building  of  a  barn,  garage, 
or  plain  cut  house  would  form  an  excellent  project  in  correlation  of 
the  carpentry  and  cement  work. 

A  detailed  outline  of  cement  and  carpentry  work  will  be  worked 
out  as  soon  as  possible. 


METAL  WORK 

The  development  of  metal  work  in  our  schools  is  urged.  It  is  gen- 
erally true  that  we  devote  too  much  time  to  woodwork  at  the  expense 
of  a  more  valuable  and  broader  development  that  would  accrue  from 
working  with  metal  in  addition  to  working  with  wood.  This  additional 
experience  would  also  be  of  value  in  assisting  the  pupil  to  choose  a 
vocation. 

The  following  outline  for  the  development  of  metal  work  will  come 
within  the  reach  of  the  smaller  high  schools,  and  in  the  larger  cities, 
part  of  it  may  be  introduced  in  the  grades. 

Electrical  wiring  could  be  introduced  in  the  seventh  or  eighth  grade. 
The  course  should  be  outlined  to  give  from  about  three  to  five  months 


IJ 

to  the  subject.  It  could  be  correlated  with  elementary  science  in  the 
junior  high  school.  Forge  work,  sheet  metal  work,  light  plumbing, 
could  find  a  place  in  the  eighth  and  ninth  grades.  In  many  schools 
the  logical  place  for  this  phase  of  the  work  would  be  in  the  ninth 
grade  because  of  the  larger  number  of  nonresident  pupils  that  come 
to  the  high  school  in  the  ninth  grade.  Gas  engine  and  automobile  op- 
eration and  mechanism  could  be  placed  in  the  sophomore  year.  In 
schools  offering  a  four-year  course  in  manual  arts,  machine  shop,  pat- 
ternmaking,  and  foundry  work  could  be  given  in  the  junior  year,  and 
the  senior  year  could  be  one  of  special  study  in  some  one  or  two  courses. 
A  detailed  outline  of  metal  work  will  be  worked  out  by  this  depart- 
ment and  furnished  to  schools  as  soon  as  possible. 

Suggested  Minimum  Manual  Training  Equipment  for  High 
School,  16  Boys. 

Individual  bench  equipment  for  16  pupils 

16  skeleton  benches  with  rapid  acting  vise 

16  jack  planes 

16  sloyd  knives  2%"  blade 

12   squares  6"  xi!2 

4   squares  combination  hardened  blade  9"  without  center  head 
(it  is  worth  while  to  have  all  of  the  squares  of  this  type) 
12    12"  back  saws 

8   screw  drivers  5"  blade 
16   marking  gages 

161"  chisels  bevel  edge  cabinet  or  pocket  type 
16   2  fold  2  ft.  rules  $18 
16    dusters,  bench 

General  equipment 

2   pr.  6"  wing  dividers 

2  smooth  planes  (9"x2"  cutters) 

3  block  planes 

2   India  oil  stones  fine  6"xl%"x%"  in  wooden  box 

4  nail  sets  assorted 

2  dowel  auger  bits  %" 
2  dowel  auger  bits  %" 
1  dowel  auger  bits  ^4" 

1  set  wood  twist  bits 

2  spokeshaves  new  style  adjustable  cutter 
2   patternmakers'  spokeshaves   2"  cutter 

1  round  blade  screw  driving  bit  5/16" 

2  keyhole  saws — one  10" — one  12" 

3  ratchet  braces 

3  round  hickory  mallets 
1   Rose  countersink  %" 

1   pr.  combination  plyers 

4  crosscut  saws  20"  10  points 
4   ripsaws  20"  8  points 

1  steel   carpenter's  square   blued    (rafter,    brace,   Essex   board 
measure) 

1  each  14",  %",  %",  %",  1"  auger  bits 

2  auger  bit  files 

1  l/±  pt.  oiler 

2  %"  chisels  bevel  edge  cabinet  or  pocket  type 


—  8  — 

4  y2"  chisels  bevel  edge  cabinet  or  pocket  type 
4  %"  chisels  bevel  edge  cabinet  or  pocket  type 
3  W  chisels  bevel  edge  cabinet  or  pocket  type 
2  ys"  chisels  bevel  edge  cabinet  or  pocket  type 
6  10  oz.  hammers 

V2   doz.  Jorgensen  hand  screws  open  8" 

i/2   doz.  cabinet  clamps  24" 

Further  information  on  tools  and  equipment  may  be  had  by  apply- 
ing to  the  State  Department  of  Public  Instruction. 


WOODWORK 

(This  work  should  be  commenced  as  early  as  the  7th  grade.) 
Group  1.     Measuring  and  Nailing. 

Tools:      Rule,  pencil,  square,  saw,  hammer. 
Operations:      Measuring,    squaring,    sawing,    assembling. 
Demonstration:      Have  full  size  chart  or   blackboard   drawing 
and  completed  problem. 

Explain  relation  of  the  project  to  the  drawing  by  placing  the 
completed  project  in  proper  position  on  the  chart.  State  for  what 
purpose  the  problem  is  designed,  and  the  kind  of  wood  it  is  made 
of.  Name  each  tool  as  used.  Emphasize  proper  method  of  .using 
it.  Review  main  points  of  demonstration.  Length  of  demonstra- 
tion, preferably  not  over  fifteen  minutes.  Material  for  first  problem 
supplied  S  4  S.  "Complete  or  partly  complete  problem  as  required. 
Make  summary  of  essential  points.  Stock  should  be  in  long  lengths. 

Material:      Basswood:   Pine:  Development  topics: 

prepared  S  4  S.  Rules: 

Points  to  emphasize:  Metric  system 

Accurate  measurments  English  system 

Method  of  holding  square  Advantages  and  disadvantages 

Method  of  holding  hammer  Graduations 

Light  cut  when  starting  saw  Pencil: 

Suggested  problems:  How  made    > 

Plant  stand  Best  kind  of  wood 

Waste  basket  Substitutes  for  wood 

Clothes  drier  Graphite,  where  and  how  mined 

Crate  Colored  pencils 

Pencil  sharpeners 

Sketch:  Make  a  sketch  of  the  project  from  the  chart  or  drawing  on 
blackboard. 

Finish:  Natural  or  asphaltum  (thin  down  with  turpentine,  ap- 
plied and  rubbed  off.  Or  naphtha  and  add  a  little  boiled  linseed  oil.} 

Charts  and  blue  prints  on  saws  and  saw  filing  may  be  had  free  from 
Henry    Disston    &    Sons,    Philadelphia,    Pa.,    and    Simonds    Company, 
Fitchburg,  Massachusetts. 
Group  2.      Heavier  sawing  and  nailing. 

New  tools:    Crosscut  saw,  ripsaw,  nail  set,  plane. 


—  9  — 

Suggested  problems:  Flower  box,  germination  box,  ash  sifter,  or 
screen,  sand  or  cement  measure  for  measuring  a  half  or  cubic 
foot  of  sand  or  cement. 

Operations:  Sawing  with  crosscut  saw,  nailing  and  assembling, 
setting  nails. 

Note:  Sides  prepared  in  long  strips — S  4  S;  material  for  bot- 
tom may  be  in  board  lengths;  bottom  left  wide  and  ripped  to 
size. 

Design:  General  statement;  what  factors  decide  the  shape  and 
size  of  project. 

Kind  of  material:      Pine,  cypress,  or  other  suitable  material. 

Demonstration    in    one    or    two    parts:      Relation    of    drawing    to 
project  and  ends;      Method  of  laying  out  for  sides  and  ends; 
Use  of  crosscut  saw.     Emphasize  position. 
Emphasize  position. 

Demonstration:  Pull  size  chart  or  •  blackboard  drawing  with 
completed  project. 

Note:  Assemble  frame  before  sawing  bottom  to  length  or  width. 
Nail  on  bottom;  Set  nails;  Free  planing  with  plane,  to  remove 
machine  marks  only. 

Points  to  emphasize:  Sawing.  Beginning  the  kerf,  light  strokes; 
Position;  Difference  between  crosscut  and  ripsaw;  No  particu- 
lar emphasis  on  plane  at  this  time;  Why  the  grain  of  the  wood 
of  the  end  of  boxes  runs  in  the  same  direction  as  the  sides. 

Development  topics:  Kinds  of  saws.  Early  hand  saws,  power 
saws;  Cutting  action  of  teeth  of  crosscut  and  ripsaw;  Set, 
purpose;  Rake,  purpose. 

Group  3.      Planing  group. 

New  Tools:      Gage,  bit,  brace. 

Suggested  problems. 

Game  board  (how  to  play) 

Cutting  boards 

Corn  exhibit  tray 

Bird  house 

Nail  box  with  partitions 

Finish: 

Gameboard,  shellac 

Cutting  board,  natural 

Corn  exhibit  tray,  asphaltum 

Bird  house,  paint 

Nail   box,   natural,   shellac 

Kind  of  material:      Pine,  poplar,  or  other  suitable  wood. 

Material  supplied  S  2  S  but  of  sufficient  thickness  to  allow  for 
planing  to  dimensions. 

New  Operations:      Planing  to  dimensions,   gaging,  boring. 

Demonstration:  Name  of  material  used.  Method  of  planing  true 
face.  Method  of  planing  true  edge.  Use  of  fingers  as  side 
guide  when  planing  narrow  edge.  Method  of  setting  gage,  rule 
held  in  the  left  hand.  Gaging.  Planing  ends,  chamfering  cor- 
ner. Draw  lines  for  centers  across  face  with  pencil.  Tick 
centers  on  pencil  lines  with  marking  gage.  Boring.  Method 
of  re-boring  to  prevent  breaking  edge  of  hole.  Sanding  (game 
board  only). 

Points  to  emphasize:  Possibility  of  wind,  how  to  test.  Establish 
rule  for  planing.  Proper  position  when  planing  that  gives 
movement  of  the  body  without  movement  of  legs  where  to 
place  weight.  Caution  against  tipping  plane  to  one  side  in 
planing  edges.  Holding  marking  gage  and  gaging. 


—  10  — 

Rule  for  planing:  1.  Plane  face  .side.  2.  Plane  joint  edge.  3. 
Plane  to  thickness.  4.  Plane  ends  (chamfer  corners)  straight 
through.  5.  Plane  to  width. 

Note:      Have  a  board  planed  true  so  that  the  boys  may  know 
what  a  surface  that  has  been  planed  true  looks  like. 

Development  topics:  Know  how  to  figure  a  bill  of  lumber.  Thick- 
ness x  width  x  length  (in  feet);  Comparison  of  the  merits  of 
the  jointer,  jack,  smooth,  and  block  planes  for  planing  sur-  . 
faces;  Early  planes,  wooden  planes,  (merits);  Machine  plan- 
ing, (machine  marks) ;  Kind  of  bits,  twist,  auger,  shell,  forst- 
ner,  center,  etc. 

Group  4.      Chiseling  and  spokeshave  group. 

Suggestive  problems:  Fly  trap  (round).  A  few  words  to  the 
class  on  the  danger  from  spreading  disease  by  flies  might  be 
given  at  this  time.  Foot  stool,  book  rack,  rustic  artistic  fern 
holder,  book  ends,  ironing  board,  sled,  tool  carrier,  tie  rack, 
any  problem  suggested  by  the  class  that  will  fit  into  this  group. 

New  Operations:  Use  of  turn  or  compass  saw,  chiseling,  spoke- 
shave,  upholstering  if  designed  for  same. 

Design:  A  short  talk  on  design  should  precede  the  demonstra- 
tion of  this  group,  preferably  in  a  preceding  period.  Simple 
outline  designs  only  should  be  emphasized.  Definite  data  with 
maximum  and  minimum  dimensions  should  be  given.  Ex- 
amples of  good  and  poor  design  may  be  pasted  on  a  bulletin 
board.  Make  clear  why  designs  are  good  and  why  bad.  Dem- 
onstrate method  of  laying  out  and  cutting  design  on  paper. 
Full  size  designs  of  foot  stools,  book  rack,  and  book  end. 

Kind  of  Material:  Suit  the  material  to  the  problem,  its  design 
and  the  ability  of  the  particular  boy. 

Finish:     Simple,  confined  to  staining  and  waxing. 

Demonstration:  Have  problem  demonstration;  bring  out  new 
operations;  review  important  points  on  planing,  demonstrate 
use  of  turn  saw,  chisel  and  spokeshave  on  a  problem,  method 
of  working  out  two  ends  at  same  time,  free-hand  sketch  of 
problem  required. 

Development    topic:       Shape    of    plane    cutter;    compare    amount 

of    crown    on    cutters    of    jack,    smooth,    and    jointer    planes. 

Chisel:      Kinds,   paring,   and   mortising. 
Points    to    emphasize:       Proper    position    when    chiseling,    correct 

method  of  holding  spokeshave,  correct  method  of  holding  turn 

saw,  or  keyhole  saw. 


GRINDING  AND  WHETTING 

Grinding:      Why  necessary;      various  angles  for  grinding  bevel; 

Long  and  short  bevels,  advantages  and  disadvantages; 

Emery   grinders  and  grindstones  compared. 

Merits:  Emery  cuts  faster  than  grindstone,  but  more  danger 
of  burning  tools.  Grindstone  cuts  slower,  not  likely  to  burn 
tools  if  water  is  used. 

Whetting:  Angle  for  whetting.  Need  of  holding  chisel  properly 
to  avoid  rocking.  Importance  of  holding  chisel  flat  on  the  oil- 
stone when  rubbing  off  burr  on  flat  side  of  chisel.  Testing  for 
sharpness. 

Oilstones:  Kinds;  Natural:  Washita,  Arkansas,  Turkey,  etc. 
Composition:  India,  carborundum,  emery-  How  made,  merits. 


—  11  — 

Leather  strops:  Use  of  leather  strops  for  final  touching  up  of 
edge. 

Development  topic:  The  story  of  carborundum:  How  discovered. 
Composition:  hardness.  How  manufactured.  Harnessing  Ni- 
agara Falls — cheap  power.  Uses  of  carborundum,  etc. 

Samples:  Samples  of  carborundum  in  the  rough  and  finished 
stages  may  be  obtained  from  the  manufacturers. 

Group  5.      $imple  box  joint  group. 

Suggested  problems: 

Dresser  box  Small  tool  chest  (simple) 

Collar  box  Clock  case 

Glove  box  Saw  horse 

Butterfly   case  Blue  printing  frame 

Shell  case  Beehives 

Step  ladder    (3-4  ft.) 

Designs:  Bottom  and  cover  projection,  amount.  Style  of  covers, 
rounded,  square,  chamfered,  flush. 

New  Operations:  Use  of  the  knife  in  laying  out  lines.  Method 
of  cutting  dado  and  rabbet  joint  (or  other  joint).  Assembling, 
gluing.  Use  of  hand  screws. 

Demonstration:  Have  large  chart  of  important  joints.  Have 
models  of  each  joint.  Lay  out,  and  make  dado  and  rabbet 
joint.  Have  material  partly  prepared  for  demonstration.  Sand- 
ing. 

Points  to  Emphasize:  Need  for  accuracy  in  planing  ends  of  box. 
Accurate  knife  lines  in  laying  out  joints.  For  dado  and  rab- 
bet joint,  keep  sides  long.  Nail  through  waste  stock  and  lay 
both  sides  out  at  same  time.  Method  of  applying  and  adjust- 
ing hand  screws.  Keep  stock  in  suitable  widths  and  lengths 
until  planed. 

Development  Topics:  Sand  paper:  Kinds:  quarts,  garnet,  and 
carborundum;  how  manufactured.  How  grades  are  numbered. 
Sand  paper  compared  to  emery  cloth  (have  samples). 

Nails:  Kinds:  brads,  finishing,  casing.  How  described  (6d,  8d, 
lOd)  how  sold.  Price.  Have  samples  of  nails. 

Lecture  on  Lumber 

Tree  development:  Growth,  structure,  cells,  annual  rings,  density 
of  spring  and  summer  rings,  age  of  tree  from  rings.  The  giant 
redwoods  of  California. 

Classification  of  tree:  Exogens,  yearly  growth  by  rings,  these  trees 
furnish  our  lumber. 

Endogens:  Growth  is  maintained  from  the  inside  of  tree,  no  an- 
nual rings;  palm,  bamboo,  cane,  are  examples. 

Sawing  Lumber:  Method  of  sawing;  plain  and  quarter-sawing; 
quarter-sawn  boards  cut  parallel  to  medularry  rays.  Find  rays 
on  cross  and  surface  section  of  oak. 

Stacking  Lumber:  Grades,  kept  separate.  Board  graded  from  the 
best  face. 

Seasoning:  Air  drying,  care  in  piling  to  prevent  decay,  and  discolor- 
ation; seasoning  reduces  weight,  saves  freight. 

Kiln  Drying:  Quickest  and  best  method  of  drying.  Various  meth- 
ods. Drying  increases  strength  of  wood.  Hardwood  requires 
longer  time  to  dry  than  soft  wood. 

Warping:  Caused  by  one  side  of  board  drying  out  faster  than  the 
other  side.  Heartwood  side  of  board  shrinks  slower  and  less 
than  the  sap  side.  Quarter-sawed  boards  remain  true  owing  to 
the  cells  on  both  sides  of  the  board  being  equal  in  density  and 
consequently  drying  out  at  the  same  rate. 


—  12  — 

Section  of  a  tree:      Pith,  heartwood,  sapwood,  cambium  layer,  bark. 

medullary  rays,  cause  of  knots. 
Prices  of  lumber:      Plain,   quarter-sawed.     How  sold. 

A  primer  of  forestry  I  and  II  may  be  had  on  application  to  the 
forestry  department  of  agriculture,  Forest  Service,  Washington,  D.  C. 

Directors  and  supervisors  should  have  their  names  listed  with  the 
United  States  Department  of  Agriculture,  Washington,  D.  C.,  to  re- 
ceive the  monthly  list  of  bulletins  published  by  that  department. 

Group  6.      Accurate  edge  jointing  group: 

Use  of  dowels,  groove,  screws,    (cleats). 

Suggested  problems:  Drawing  board,  baking  board,  bread  board, 
(hardwood,  light  and  dark),  tabouret,  checker  board;  prob- 
lems suggested  by  the  class  that  come  within  this  group. 

Design:  Design  to  be  in  keeping  with  the  service  of  the  project. 
Baking  and  drawing  boards  being  so  designed  and  constructed 
that  they  will  not  warp. 

New  Operations:  Laying  out  for  dowels,  doweling.  Tounging 
and  grooving  with  plane.  'Clamping. 

Demonstration:  Have  chart  showing  various  methods  of  gluing 
and  joining  edges  together.  Demonstrate  making  of  dowel 
joint.  Demonstrate  use  of  straight  edge  and  winding  sticks. 

Points  to  emphasize:  Accuracy  in  laying  out  centers  for  dowels. 
Length  of  dowels.  Method  of  clamping. 

Development  topics:  Screws;  kind,  comparison  of  the  merits 
of  steel  blued  and  brass  screws,  what  the  number  on  the 
package  of  screws  means;  price,  etc.  Twist  driving  nails.  Lag 
screws  and  bolts  compared.  Holding  power  of  nails  and"  screws 
compared. 

A  sample  board  with  samples  of  the  various  kinds  of  screws, 
should  be  made  up  and  used  for  lecture  and  reference  purposes. 

Group  6a.      Hinges. 

Kind  of  hinges:  Outside;  butts,  fast  and  loose  pins;  chest,  ta- 
ble, screen,  etc. 

Where  to  place  hinges:  Number  required  for  strength  and  ap- 
pearance. 

Operations:  Marking  off  with  knife  outline  of  hinges  (butt 
hinge).  Method  of  chiseling  to  depth  of  hinge. 

Demonstration:  Have  panel  with  samples  of  various  styles  of 
hinges.  Demonstrate  method  of  marking  off  and  setting  in 
butt  hinge. 

Points  to  emphasize:  Care  in  marking  off  hinge.  Depth  of  hinge 
from  each  surface.  Boring  holes  for  screws.  Screws  should 
be  flush  with  leaf  or  wing  of  hinge. 

Development  topic:  Merits  of  brass  and  iron  hinges  compared. 
Effect  of  moisture,  why  hinges  are  japanned.  Ball  bearing 
hinges,  invisible  hinges.  How  hinges  are  sold  (pair)  price, 
size,  etc. 

Sample  board:  A  sample  board  of  the  various  kinds  of  hinges 
should  be  gotten  up  and  hung  in  the  wood  working  room. 


—  13  — 

Group  7.      Cross  lap  joint  group. 

Tools:      General  review  of  tools  already  used. 

Suggested  problems: 

Costumer  Floor   lamp 
Serving  tray  Corn  drier 
Pedestal  Drawing   table 
Saw  buck  Coffee  pot  stand 
Weaving  frame  Cross  lap  frame  screwed  to  three- 
Jumping  standards  ply    or   solid    base    for    serving 
Electric  light  stand  tray 

Operations:      Laying  out  with  knife.     Sawing  accurately  to  knife 

lines.      Chiseling. 
Material:      Should  be  in  keeping  with  the  purpose  and  design  of 

the  problem. 
Design  element:     General  statement  relative  to  the  plan  and  the 

conditions  that  govern  design  of  problem. 
Demonstration:      Lay    out    joint    (by    measurement).      Cut     out 

joint.     Illustrate  laying  out  by  superposition. 
Points   to    emphasize:      Need    for   accuracy    in   laying   out   joint. 

Emphasize  the  use  of  knife  in  laying  out  lines.     Stock  should 

be  square  and  parallel  in  width.     Method  of  gaging  depth  of 

joint. 
Development  topics:     Gouges:     Kinds,  inside,  outside,  and  short 

bend.     Regular,  middle,  and  flat  sweep. 

Woods:  A  study  of  the  common  woods,  their  characteristics  and 
principal  uses  should  begin  not  later  than  at  this  point  in  the 
course.  The  plan  should  be  to  have  pupils  compare  the  character- 
istics and  properties  of  a  new  wood  with  one  which  they  are  already 
familiar  with.  Logs  about  24"  long  and  so  cut  that  there  will  be  a 
cross  section,  a  radical  section,  and  a  tangent  section  shown  will  be 
found  most  helpful  for  illustration  work. 

Group  8.      Irregular  surface  group. 

New  tools:      Outside,  and  short  bend  gouge,  router,  templates. 

Suggested    problems: 

Canoe  paddle  Single  tree 

Picture  frame   (ellipse)  Clothes  stick 

Fish  plank  Model  boat 

Hand  mirror  frame  X^rumb  set 

Operations:      Gouging  or  spokeshaving  irregular  surfaces. 
Material:      Suited  to  the  purpose  of  the  problem.     In  the  case  of 

the  fish  plank  white  oak  will  be  found  suitable. 
Design   element:      This  should  be  subordinated  to  its  particular 

purpose  or  service. 
Demonstration:     The  use  of  the  gouges  or  other  necessary  tools 

should  be  demonstrated  in  the  completion  or  part  completion 

of  a  problem. 
Points    to    emphasize:       Method    of    holding    outside    and    bent 

gouges.     Symmetrical  outline.     Smooth  surface  from  tools  be- 
fore sanding. 
Development  topics:      Kind  of  metal  edge  tools  are  made  from. 

Kinds  of  steel;   difference  between  steel  and  iron.     Effect    of 

tempering. 


—  14  — 

The  story  of  lumbering:  Stereoptieon  slides  of  this  subject  are 
loaned  by  the  United  States  Department  of  Agriculture,  Forest 
Service,  on  condition  that  transportation  expenses  and  break- 
ages are  paid  by  the  borrower.  Boys  would  be  interested  in 
reading  "The  Blazed  Trail"  by  White. 

Slides  and  films  on  industrial  subjects  may  be  borrowed  by 
schools  without  expense  from  the  Extension  Division  of  the  Uni- 
versity of  Wisconsin.  Borrowers  pay  transportation  charges  and  as- 
sume risk  for  breakage. 

Group  9.     Mortise  and  tenon  group. 

Suggested  problems:  Footstool,  umbrella  rack,  picture  frame, 
window  screen,  porch  swing,  window  fern  box  (with  legs)  zinc 
lined.  Double  bottom  may  be  provided  with  sponges  and  cor- 
ner filler  for  water. 

Operations:  Boring,  method,  chiseling,  method,  sawing  or  chisel- 
ing tenon. 

Material:     Suited  to  the  purpose  of  the  projects. 

Design  element:  This  should  be  suited  to  the  problem  and  the 
ability  of  the  individual. 

Demonstration:  Lay  out  and  demonstrate  making  of  mortise  and 
tenon  joint.  Compare  mortise  and  tenon  with  doweling. 

Points  to  emphasize:  Method  of  laying  out,  size  of  shoulder, 
length  of  tenon,  thickness  of  tenon,  boring  and  chiseling,  cut 
mortise  first.  Pupils  make  practice  joint  before  beginning 
problem. 

Note:     It  is  well  to  see  that  the  boy  selects  a  problem  that  is 
within  his  capabilities. 

Development  topics:  A  comparison  of  the  holding  power  of  dow- 
els and  mortise  and  tenon  joints  may  be  taken  up  with  the 
class.  Making  doors  in  a  factory.  Machine  made  and  hand 
made  joints. 


ADVANCED  WOODWORK  FOR  INDUSTRIAL  AND 
HIGH  SCHOOLS 

In  beginning  the  woodwork  in  the  high  school,  it  may  be  a  good 
plan  to  review  the  work  given  in  the  latter  part  of  the  eighth  grade. 
This  review  should  be  made  vital  and  a  contrast  drawn  between 
the  work  of  the  grades  and  the  larger  demands  of  the  high  school 
work. 

The  course  may  be  .started  with  the  mortise  and  tenon  joint.  A 
practice  joint  with  two  rails  and  with  the  tenons  meeting  in  the 
post  necessitating  the  mitering  of  the  tenons  should  be  made. 

In  order  to  encourage  the  pupil  to  do  his  best,  it  is  a  good  plan 
to  suggest  that  if  one  good  mortise  and  tenon  joint  of  the  problem 
is  made  by  hand,  the  remaining  mortises  and  tenons  will  be  allowed 
to  be  finished  on  the  machines.  This  plan  is  usually  effective  in 
producing  a  first-class  joint  that  is  worth  more  than  any  number 
of  poorly  made  ones. 


—  15  — 

Conserving  the  time  of  the  class:  By  the  use  of  machines  much 
of  the  heavy  monotonous  repeat  work  is  eliminated.  The  pupil  is 
capable  of  accomplishing  more  in  less  time,  thereby  gaining  a  wider 
range  of  experience  and  knowledge  proportionally.  To  be  trained 
in  industrial  methods  on  machines  and  to  have  had  that  training 
under  a  capable  teacher  is  a  valuable  experience. 

Use  of  machines:  Before  a  pupil  is  allowed  to  use  any  machines, 
it  is  essential  that  the  machine  be  properly  guarded.  No  pupil 
should  be  permitted  to  use  a  machine  before  having  a  thorough 
understanding  of  the  use  of  the  attachments  and  the  proper  position 
while  working  at  a  machine.  The  danger  from  poor  technic  should 
be  emphasized.  A  mat  made  from  rubber  or  asphalt  roofing  ma- 
terial should  be  placed  in  front  of  all  machines  for  pupils  to  stand 
on  when  operating  machines. 


DONT'S  FOR  PUPILS  AT  MACHINES 

Don't  take  a  chance  with  a  machine. 

Don't  try  to  hurry  because  someone  is  waiting. 

Don't  talk  to  anyone  while  working  on  a  machine. 

Don't  do  anything  your  teacher  has  asked  you  not  to  do. 

Don't  stand  on  cuttings  while  working  on  a  machine. 

Don't  start  up  a  machine  and  begin  to  figure. 

Don't  forget  to  use  a  "push  stick"  when  sawing  narrow  pieces  on 
a  ripsaw. 

Don't  lower  or  raise  a  saw  table  to  an  angle  before  fastening  the 
guides  on  the  saw  table. 

Don't  raise  the  guide  post  of  a  band  saw  after  starting  the  ma- 
chine. 

Don't  forget  to  shut  off  a  machine  when  oiling  it. 

Don't  fail  to  tell  your  teacher  if  a  machine  is  broken  or  out  of 
order. 

Don't  try  to   balance  yourself  on   one  foot  when  working  on   a 
machine. 

Don't  run  a  short  piece  of  stock  across  a  jointer  without  a  push 
block. 


BEGINNING  ADVANCED  WORK— SELECTION  OF 
MATERIAL 

Before  beginning  the  work  of  making  a  project,  a  lecture 
on  the  selection  of  material  should  be  given.  Emphasis  should 
be  placed  on  the  saving  of  stock,  the  method  of  planing  stock,  that 
is  afterwards  cut  into  shorter  pieces,  should  also  be  brought  out. 


—  16  — 

When  practical,  all  material  for  the  problem  should  be  gotten  out 
at  one  time. 

First  Problem 

For  the  first  problem  made  on  the  machine,  it  is  suggested  that 
it  should  be  of  the  skeleton  type  without  panel  or  door  construction. 
A  problem  of  this  nature  will  give  the  pupils  simple  duplicate  prac- 
tice work  and  will  familiarize  them  with  the  machines  before  at- 
tempting anything  more  advanced  or  complicated. 

Furniture  Parts 

The  different  parts  of  a  piece  of  furniture  such  as  rails,  styles, 
panels,  etc.,  should  be  made  known  to  the  class  and  they  should  al- 
ways be  called  by  their  proper  names. 

Industrial  Methods 

The  factory  method  in  getting  out  stock  on  the  machines  should 
be  followed  as  far  as  machines  and  equipment  will  permit. 

Suggested  skeleton  problems:  Stool,  telephone  table,  manual 
training  bench,  piano  bench,  fern  or  flower  stand  for  window 
(with  legs),  draft  screen,  plain  table,  umbrella  stand;  sugges- 
tions from  pupils. 

Tools:      Any  tools  required  for   the  work. 

Operations:  Gluing  up  leg  material  if  over  2"  square.  Cutting 
mortises  by  hand  or  machine.  Cutting  tenons  by  hand  or  on 
machines.  Assembling. 

Material:  Any  material  that  is  in  keeping  with  the  use  and  de- 
sign of  the  project. 

Design:  Emphasis  should  be  placed  on  good  spacing  and  good 
construction. 

Demonstration:  Demonstrate  the  proper  method  of  matching 
and  gluing  up  legs  and  the  proper  method  of  applying  hand 
screws. 

Points  to  emphasize:  Do  not  glue  up  stock  in  a  draft.  Proper 
condition  of  glue.  Importance  of  working  rapidly.  Time  for 
glue  to  dry.  That  the  joints  of  the  legs  when  assembled  all 
face  in  the  same  directions. 


LECTURE  ON  GLUE 

Kinds:     Hide;  vegetable;  cold.     Merits  of  each  and  where  used. 

Preparation:  Soak  flake  glue  in  plenty  of  cold  water  in  a  cool 
place  for  three  or  four  hours,  pour  off  the  surplus  water  that 
the  glue  has  not  soaked  up  and  place  glue  in  heater. 

Temperature  of  glue  about  145°  F. 

Kinds  of  heater:  Electric:  (usually  copper,  brass,  or  aluminum 
kettle.)  Steam,  gas  or  oil. 

Glue  that  has  been  reheated  loses  its  strength  with  each  reheat- 
ing. Glue  that  smells  sour  should  not  be  used.  Thin  glue 
with  clean  hot  water.  Heat  wood  if  cold. 


—  17  — 

Second  or  third  problem. 

In  this  advanced  group,  either  panel  drawer  or  door  construction 
or  a  combination  of  these  should  be  considered.  Three-ply  panel 
stock  should  be  used  when  practicable. 


LECTURE    OX   TABLE   OB   DBESSEB   LJEG  CONSTRUCTION 

Shape  or  leg:      Straight,  curved,  tapered,  turned. 

Construction:      Solid,   built  up,   veneered. 
Points  to  consider: 

Solid  leg:  Quicker,  no  gluing;  no  joints  to  show;  danger  of 
checking  from  drying.  If  over  2"  square,  leg  should  be  built 
up. 

Checking:  Heavy  stock  is  not  usually  properly  dried;  as  a  re- 
sult, it  checks  readily. 

The  quarter-sawed  effect  can  be  obtained  on  two  sides  only. 

Built  up  leg:-  Built  up  or  veneered  leg  may  cost  more.  Veneered 
or  built  up  leg  may  have  quarter-sawed  face  on  all  four  sides. 
Built  up  leg  is  not  likely  to  check. 

Sketches:  Illustrate  the  various  joints  and  methods  used  in 
building  up  legs. 


LECTUBES    ON    INLAY    WOBK 

Historical:  A  few  minutes'  talk  on  the  inlay  work  as  practiced 
in  some  of  the  eastern  countries  in  ancient  and  modern  times. 
Ancient  inlay  materials  gold,  silver,  mother-of-pearl,  ivory, 
bronze,  wood,  etc. 

Inlay:  Inlay  is  the  setting  in  of  some  wood  or  other  material, 
in  contrast  to  the  solid  material.  Sometimes  filler  is  used  in 
place  of  wood  for  a  narrow  surface  to  give  inlay  effect. 

Marquetry:  Marquetry  is  the  practice  of  cutting  thin  veneer  into 
pieces  in  contrast  to  each  other,  but  unlike  inlay  are  glued  on 
the  surface  rather  than  set  into  the  solid  wood. 

Parquetry:  Parquetry  is  a  kind  of  mosaic  of  wood  used  in  floor- 
ing. It  is  usually  cut  in  geometrical  forms  and  laid  edge  to 
edge.  Sometimes  it  is  solid  and  sometimes  it  is  in  veneer 
about  W  in  thickness. 

Depth  of  Inlay:  Generally  inlay  material  is  not  any  heavier  than 
1/16"  in  thickness. 

Cutting  Marquetry  Patterns:  Marquetry  patterns  are  usually 
cut  with  a  very  fine  jig  or  fret  saw  from  a  pattern. 

Designs:  Inlay:  Inlay  should  be  kept  in  harmony  with  the  de- 
sign of  the  object.  Very  often  simple  narrow  contrast  line 
design  will  relieve  the  monotony  of  a  surface.  Inlay  of  vari- 
ous designs  may  be  purchased  glued  up  ready  to  inlay. 


—  18  — 

Cutting  groove  for  inlay:  When  possible,  this  should  be  done 
on  the  saw,  using  the  crosscut  saw  for  both  crosscut  and 
ripping  of  the  groove.  The  corners  may  require  to  be  finished 
by  hand.  It  is  a  good  plan  to  have  a  special  cutter  about  %" 
wide  and  a  groove  filed  in  the  center  leaving  a  cutter  on  each 
side  for  use  in  a  marking  gage  when  cutting  groove  by  hand. 

Staining:  If  staining  over  inlay,  it  will  be  necessary  to  coat  the 
inlay  with  a  thin  coat  of  white  shellac  to  be  rubbed  off  after 
staining  and  filling. 


DEMONSTRATION   ON  ASSEMBLING  A   PROBLEM 

Gluing  up  one  side  at  a  time.  Importance  of  each  part  being 
square.  Sanding  of  certain  parts  before  gluing.  Avoid  get- 
ting too  much  glue  in  the  joint.  Method  of  testing  diagonally 
across  the  corners  for  squareness  when  assembling  frames  of 
tables  or  stools.  Method  of  removing  surplus  glue  from  joints 
when  hard.  Use  of  dowels  or  nails  where  not  seen,  to  give  ad- 
ditional strength  to  joints.  Importance  of  having  everything 
ready  for  rapid  work  when  assembling. 


LECTURE   ON   DESIGN 

Two  or  three-  lectures  on  design  should  be  given,  embracing  the 
following: 

Obtaining   definite   dimensions. 

Good  proportion. 

Horizontal  and  vertical  spacing. 

Method   of   designing  a   dresser   or   buffet. 

Use  of  ornament. 

Carving,  inlay. 

Finish. 

Gluing  up  Table  or  Buffet  Tops 
Lecture  and  Demonstration 

Proper  selection  of  materials:  This  should  be  carefully  selected 
with  regard  to  grain  and  size  of  flakes,  if  quartered.  A  top  gen- 
erally should  never  be  less  than  %"  in  thickness  and  if  glued  up 
solid,  it  is  better  not  to  exceed  l1^"  in  thickness. 

Matching:  This  should  be  done  with  some  regard  to  keeping  the 
large  flake  or  figure  in  the  center  of  the  top  and  the  smaller  flake 
running  out  toward  the  edges. 

Width  of  pieces:  It  is  often  desirable  for  the  appearance  and  to 
help  in  the  reduction  of  warping,  where  the  top  is  made  of  plain 
stock,  not  to  have  the  pieces  too  wide. 


—  19  — 

Warping:  Warping  of  a  table  top  is  likely  to  happen  if  the  under 
side  is  not  so  treated  that  the  action  of  the  pores  of  the  wood 
are  stopped,  or  if  not  properly  held  in  place. 

Joints:  A  dowel  joint  is  perhaps  the  most  suitable  for  school  work. 
The  dowels  should  be  about  l1/^"  to  2"  long  in  each  side  of  the 
joint  and  should  not  be  further  than  about  1%"  from  the  finished 
end.  Joints  should  be  about  1/64"  in  40"  hollow  in  length  be- 
fore gluing.  It  is  sometimes  advisable  to  give  the  end  wood  a 
coat  of  shellac  to  protect  joints  from  opening  up. 

Sketches:  Illustrate  the  various  joints  used  in  commercial  practice 
in  gluing  up  tops.  Sketch  methods  of  building  up  heavy  tops. 

Dowels:  Method  of  laying  off  for  dowels.  Have  samples  of  various 
kinds  of  dowels.  Method  of  gluing  dowels.  Number  required 
on  each  joint. 

Clamping:  Method  of  clamping  up  top  when  gluing.  The  use  of 
cross  cleats  clamped  on  the  ends  with  handscrews  to  prevent 
bending  while  clamping.  Special  tressel  clamps. 

Attachments  for  jointers:  Most  jointers  (machine)  now  are  equip- 
ped with  an  adjustment  that  permits  of  planing  the  edge  of 
boards  hollow  in  length. 

Demonstration:  Demonstrate  the  matching  and  making  of  a  dowel 
joint  on  a  table  top. 


Projection:     Amount  of  projection  on  front  and  ends.     Ends  usu- 
ally will  permit  of  more  projection  than  front  or  back. 
Method  of  Fastening  Tops:     By  means  of  screws  through  the  rails. 
By  the  use  of  plates  set  in  the  tails  and  screws  through  the  plates 
into  the  top. 

By  the  use  of  angle  irons  on  inside.     Not  entirely  desirable. 
By    screws    through    strips    glued    and    screwed    along    the    top 
edge  in  the  inside  of  the  rail. 

By  means  of   screws  through   buttons   or  blocks   that  fit  into 
grooves  near  the  top  of  the  inside  of  the  rail. 

Screw    holes   in   strips,    rails,   and   buttons   should   be    slightly 
larger  to  allow  for  expansion  and  contraction. 

Lecture  and  Demonstration  on  Paneling 

Paneling:  This  is  advisable  in  a  large  surface  where  there  is  likely 
to  be  action  in  the  form  of  shrinking  or  swelling  of  wood  which 
is  caused  by  changes  of  the  atmosphere.  Paneling,  by  reason  of 
breaking  a  large  surface  into  smaller  ones,  takes  care  of  this  ac- 
tion by  allowing  for  the  shrinking  and  swelling  in  the  grooves, 
where  it  does  no  harm  to  the  structure. 

Stability  and  lightness:      The   stability   of   a   piece   of   work  is   in- 


—  20  — 

creased  and  at  the  same  time  the  weight  is  reduced  by  employing 
light  panel  work. 

Design  of  Panel:  The  length  and  width  of  a  panel  must  be  gov- 
erned by  the  element  of  design  and  strength. 

Finishing  Panels:  Panels  should  be  sanded  and  finished  before 
cutting  the  groove  to  receive  them. 

Groove  for  panels:  The  groove  for  panel  should  run  round  all  four 
sides  of  panel. 

Sketches  and  discussions:  Sketches  of  the  various  methods  of  pan- 
eling and  a  discussion  of  the  merits  of  each  method  should  be 
given. 

Demonstration:  A  demonstration  of  the  method  of  making  a 
groove  for  a  panel  should  be  given. 

Lecture  on  Veneering 

Veneering:  Veneering  is  done  quite  extensively.  In  most  cases,  the 
work  looks  more  handsome  than  if  solid  stock  were  used.  It  is 
often  stronger  and  is  the  more  desirable  construction  for  some 
classes  of  work.  It  is  sometimes  cheaper,  and  it  is  sometimes 
more  expensive.  This  depends  on  the  method  of  veneering  and 
the  kind  of  core.  Veneer  enables  the  more  common  use  of  rare  and 
valuable  woods  for  furniture  than  would  be  possible  if  solid 
stock  were  used.  Both  sides  of  a  board  should  be  veneered. 

Cross  banding:  In  some  cases,  cross  banding  is  laid  under  the  ve- 
neer. This  reduces  and  takes  up  the  action  of  the  core.  This, 
together  with  veneer  on  both  sides,  makes  a  rigid  piece  of  work 
that  is  not  likely  to  warp  or  get  out  of  shape. 

Thickness  of  Veneer:  Veneer  is  cut  as  thin  as  1/28"  in  thickness. 
It  is  kept  together  as  it  is  cut  from  the  leg  and  is  not  mixed  up 
with  other  stocks  as  is  the  case  with  boards.  The  best  logs  only 
are  cut  into  veneer. 

Lecture  and  Demonstration  on  Drawer  Construction 

Clearance  or  play  on  side  of  drawer:  One  sixty-fourth  to  one  thirty- 
second  of  an  inch  play  on  each  side  of  a  drawer  is  sufficient 
clearance.  Too  much  clearance  or  play  on  the  sides  of  a  drawer 
will  cause  it  to  bind.  Paraffine  or  bayberry  wax  applied  to  the 
runners  and  guides  helps  the  drawer  to  run  freely. 

Kind  of  joints:  Make  sketches  and  have  models  of  the  various 
joints  used  in  drawer  construction.  A  discussion  of  the  merits 
of  each  joint  should  be  given. 

Front:  The  front  of  a  drawer  may  be  any  thickness  from  %"  to  1" 
in  thickness  for  most  drawer  work.  In  the 'case  of  small  light 
drawers,  however,  it  may  be  less  than  %".  When  fitted,  the 
front  of  the  drawer  should  be  about  1/16"  below  the  flush  of  the 
surface  when  closed. 


—  21  — 

Sides  and  back:  The  sides  and  back  of  a  drawer  may  be  of  the 
same  or  other  material  than  the  front.  In  good  cabinet  work, 
however,  the  sides,  back,  and  front  are  made  from  the  same  ma- 
terial. The  thickness  of  sides  and  back  is  usually  less  than  the 
front.  One-half  inch  is  sufficiently  heavy  for  most  work. 

Bottom  of  drawer:  It  is  a  good  plan  to  make  the  bottom  out  of 
three-ply  panel  stock  the  top  side  of  which  is  of  the  same  mate- 
rial as  the  sides  of  the  drawer.  The  bottom  should  be  glued  in 
front  only. 

Friction  strips:  Friction  strips  may  be  set  in  or  glued  to  the  sides 
of  the  drawer  to  eliminate  the  friction  of  rubbing  on  the  whole 
surface  of  the  side.  Make  sketches. 

Fitting  drawer:  Drawers  should  be  fitted  before  fastening  down 
the  top. 

Inside  of  drawers:  When  finished,  drawers  should  receive  a  couple 
of  coats  of  shellac  on  the  inside  to  keep  them  clean. 

Hardware:  Hardware  should  be  fitted  and  removed  before  stain- 
ing. 

Drawer  stops:  Drawer  stops  may  be  of  dowels  or  strips  placed  in 
front  rail  or  at  back  of  drawer. 

Des'gn  of  drawer:  Heavy  drawers  are  usually  found  near  or  at  the 
bottom  of  a  dresser  or  cabinet.  This  gives  the  effect  of  weight 
or  balance. 

Period  Furniture 

Historical:  In  the  early  days,  furniture  followed  closely  the  archi- 
tecture of  the  period  and  developed  according  to  the  civilization, 
refinment,  and  skill  of  the  people. 

Egyptian   relics  of  furniture   preserved  owing  to   the  peculiar 
climate  of  Egypt. 

Early  furniture  made  of  wood,  bronze,  and  stone. 
Principal   woods    used:      cedar,   sycamore,    and  some   varieties 
of  palm. 

Period  styles:  Period  furniture  was  usually  given  the  name  of  the 
sovereign  under  whose  reign  the  style  was  developed  or  the  name 
of  the  designer.  We  have  Louis  XIII,  Louis  XIV,  Louis  XV,  and 
"Chippendale,  Happlewhite  and  Shearston  periods. 

Colonial  periods:  This  came  as  an  outgrowth  of  the  furniture 
brought  over  from  the  mother  countries  when  America  was  first 
colonized.  It  was  closely  related  to  Chippendale,  Shearston,  and 
other  styles. 

Mission  styles:  During  the  past  few  years,  a  style  called  mission 
has  been  developed  in  the  United  States.  It  has  been  suggested 
by  the  furniture  found  in  the  Old  Spanish  Missions  of  California. 
It  is  entirely  straight  line.  It  was  at  first  extremely  heavy  and 
clumsy,  but  has  now  been  lightened  and  greatly  improved.  Oak 
is  the  principal  wood  used  and  the  color  or  finish  is  usually  dark. 
Work  similar  to  the  Mission  style  is  being  produced  in  England, 
Germany,  and  Austria  under  the  names  of  New  Arts,  Craftsman, 
Arts  and  Crafts. 


Very  often,  because  of  the  lack  of  time,  or  the  desire  to  get  the 
finish  on,  a  piece  of  work  that  may  have  taken  many  weeks  to  con- 
struct will  be  rushed  through  and  slighted  in  the  final  sanding  and 
rubbing  down  process.  No  matter  how  much  care  is  taken  in  the 
staining  and  finishing  process,  it  can  never  hide  work  that  has  been 
slighted  in  scraping  and  sanding.  On  the  contrary,  the  staining  and 
finishing  process  will  magnify  poor  workmanship  in  scraping  and 
sanding,  by  bringing  out  more  clearly  marks  on  the  surface  that 
have  not  been  revealed  in  the  earlier  process.  Scraper  marks  and  any 
scratches  from  sanding  that  have  been  made  across  the  grain  will 
show  very  clearly.  It  is  also  true  that  the  brighter  the  finish,  the 
more  clearly  marks  will  stand  out.  Marks  that  can  hardly  be  seen 
during  the  process  of  sanding  stand  out  in  relief,  when  the  wood  is 
given  a  simple  oil  and  wax  finish.  It  is  a  good  plan,  therefore,  after 
the  work  has  been  sanded,  to  inspect  it  closely  for  such  defects. 

The  first  step  in  the  finishing  state  is  the  careful  planing  of  all  parts 
by  hand.  Very  often,  it  is  thought  that  the  marks  from  machine  plan- 
ing can  be  easily  scraped  or  rubbed  out  by  sanding.  This  is  possible, 
and  is  always  done  if  a  belt  or  machine  sander  is  used,  but  if  the 
sanding  is  to  be  done  by  hand,  such  marks  cannot  be  rubbed  out.  The 
mistake  of  thinking  that  they  can  be  eradicated  by  the  process  of 
hand  sanding  is  a  common  one,  and  is  not  realized  until  after  the 
work  has  been  stained. 

The  surface  of  the  wood  prepared  for  staining  should  be  free  from 
oil,  grease,  or  glue.  It  should  be  well  dusted  before  staining.  This 
lalter  operation  is  most  important,  if  a  good  finish,  is  to  be  obtained. 
It  is  one,  however,  that  is  very  often  slighted,  and  indeed,  sometimes 
corrected  altogether;  such  neglect  leads  to  a  cloudy  or  muddy  finish 
that  is  very  often  attributed  to  the  stain. 

Generally  analine  oil  stains  will  be  found  to  give  satisfaction  for 
school  work.  Oil  stains  should  be  given  a  coat  of  shellac  before  ap- 
plying varnish. 

All  shellaced  surfaces  should  be  rubbed  down  with  fine  sand  paper 
before  further  application  is  given. 

Filler  should  be  allowed  at  least  twenty-four  hours  to  harden. 

A  surface  should  be  thoroughly  dry  and  clean  before  receiving  fur- 
ther applications. 

The  room  where  the  finishing  is  done  should  have  a  temperature  of 
70°  and  be  free  from  dust. 


—23— 


LIST  OF  AGRICULTURAL  PROBLEMS 


Tool  chest 

Hammer  handle 

Miter  box 

Nail  box 

Sawhorse 

Work  bench 

Sawbuck 

Bench  hook 

Stepladder 

Milk  stool 

Neck  yoke 

Wiffletree 

Wagon  jack 

Three  horse  evener 

Wash  bench 

Wheelbarrow 

Clothes  stick 

Clothes  rack 

Farmer's  level  or  plumb 

Concrete  forms 

Beehive 


Seed  testing  box 
Bird  house 
Chicken  coop 
Chicken  feed  box 
Trap  nest 
Egg  tester 
Corn  rack 
Corn  dryer 
Gate 

Sheep  feeding  trough 
Cattle  rack 
Wagon  box 
Hayrack 
Hog  rack 
Dog  house 
Portable  hog  house 
Road  drag 
Tree  pruner 

Table  for  milk  tester  or  other  pur- 
pose 

Hothouse 
Sack  holder 


Tops 


Writing  Tables 


Width 
3  ft.     2  in. 
3  ft.     4  in. 
3  ft.     6  in. 


Height  from  floor  to  top  2  ft.  6  in. 


Depth 

1  ft.  9  in. 
1  ft.  10  in. 
1  ft.  11  in. 


Toilet  Tables 

Top*  Width 

2  ft.     8  in. 

2  ft.  10  in. 

3  ft.     2  in. 
3  ft.     4  in. 
3  ft.     6  in. 

Height  from  floor  to  top  2  ft.  6  in. 


Depth 
ft.     8  in. 
ft.     8  in. 
ft.     9  in. 
ft.     9  in. 


1  ft.  10  in. 


Side  Tables 


Tops  Width 

3  ft. 

3  ft.  2  in. 

3  ft.  4  in. 

3  ft.  9  in. 

4  ft. 
Height  from  floor  to  top  3  ft. 


Depth 
1  ft.  7  in. 
1  ft.  8  in. 
1  ft.  10  in. 
1  ft.  10  in. 
1  ft.  10  in. 


—  24  — 

Dining  Chairs 

Width  1  ft.  6  in.  to  1  ft.  7  in.  (front  of  seat) 
Depth  1  ft.  5y2  in.   (including  back) 
Height  of  scat  1  ft.  6  in. 

Dressers 

Tops                              Width  Depth 

3  ft.     6  in.  1  ft.  10  in. 
;.  it.     0  in.  1  ft.  10  in. 

4  ft.  1  ft.  11  in. 
4  ft.     6  in.  2  ft.     1  in. 

Music  Bench 

Top  1  ft.  5  in.  by  3  ft.  2  in.   (seats  two  players) 
Height  from  floor  to  top  of  seat  1  ft.  8  in. 

Hall  Seats 

Length  3  ft.  6  in.  to  6  ft. 
Height  of  seat  1  ft.  6  in. 
Depth  of  seat  from  1  ft.  6  in.  to  1  ft.  8  in. 


MECHANICAL  DRAWING 

Drawing  should  be  given  with  the  idea  in  mind  of  developing; 
visualization  on  the  part  of  the  pupil.  This  development  cannot  be 
obtained  by  the  copying  of  some  drawing  no  matter  how  intricate 
the  drawing  may  be.  Mere  copying  leads  to  superficial  knowl- 
edge and  mechanical  skill  instead  of  developing  visualization,  orig- 
inality, and  self-reliance. 

Freehand  sketching  in  the  upper  grades  and  especially  in  the 
high  school  might  well  receive  more  consideration.  The  principles 
of  drawing  can  be  taught  well  and  quickly  by  means  of  sketching. 
It  is  also  this  type  of  drawing  that  is  most  demanded  from  the 
pupil  when  he  leaves  school. 

Drawing  in  the  Grades 

Drawing  in  the  seventh  and  eighth  grades,  because  of  the  short 
period  allowed  for  manual  training  work,  cannot  be  given  to  any 
great  extent  as  such.  It  should  be  sufficient,  however,  for  the  pupil 
to  see  the  relation  between  the  drawing  and  the  project  he  is  mak- 
ing. Freehand  sketching  on  %"  coordinate  paper  will  be  found, 
perhaps,  to  be  the  best  and  easiest  for  the  pupil  to  develop  this 
phase  of  the  work.  This  sketching  on  the  part  of  the  class  should 
consist  largely  of  sketching  the  projects  that  they  will  make  in 


UC  SOUTHERN  REGIONAL  LIBRARY  FACILITY 


-25-  A    000051  565    o 

their  woodwork,   beginning  with  a  simple  rectangular  object,   such 
as  a  cutting  board  or  plant  stand  as  in  group  I  of  the  woodwork. 

Drawing  in  the  High  School 

The  work  of  the  high  school  drawing  may  begin  with  freehand 
work  on  y8"  coordinate  paper.  This  freehand  sketching  may  be 
given  for  the  first  half  of  the  freshman  year,  finishing  up  with  free- 
hand perspective  (on  coordinate  paper).  Freehand  drawing  should 
be  made  the  means  of  rapid  development  of  visualization  on  the 
part  of  the  pupils  at  this  stage  of  the  work. 

A  freehand  lettering  sheet,  (preferably  about  3"  x  5")  should  be 
carried  along  with  the  freehand  work.  This  should  be  done  on 
plain  paper  ruled  for  about  3/16  letters.  It  should  have  but  three 
or  four  lines  for  lettering,  or  sufficient  for  one  assignment  of  fifteen 
minutes  each  day.  The  lettering  may  be  upright  gothic  or  inclined. 
If  inclined,  it  might  be  well  to  practice  upright  lettering  until  some 
knowledge  of  lettering  is  obtained,  and  then  to  proceed  with  in- 
clined lettering  and  then  lower  case  work.  •  This  method  of  letter- 
ing is  generally  conceded  to  give  the  best  results. 

No  ink  work  should  be  given  in  the  first  year  except  in  lettering 
work  where  this  practice  may  be  taken  up  after  some  degree  of 
skill  has  been  obtained  with  pencil  work. 

The  second  half  of  the  freshman  year  may  be  devoted  to  the  me- 
chanical side  of  the  subject,  if  sufficient  progress  has  been  made 
with  the  freehand  work.  Inasmuch  as  all  the  principles  of  drawing 
have  already  been  taught  in  the  freehand  work,  the  progress  of 
this  work  with  the  instruments  will  be  rapid. 

The  type  of  problem  for  the  beginning  freehand  work  should  be 
preferably  some  project  that  the  pupil  will  be  likely  to  make  or 
come  in  contact  with;  boxes,  stools,  tabourets,  tables,  etc.,  offer 
good  problems  in  their  respective  places. 

Second  Year 

Geometrical  problems:  one  or  two  plates  (not  more)  of  geomet- 
rical problems  closely  related  to  the  shop  work  may  be  given.  This 
can  be  followed  by  detail  and  assembly  drawings  of  some  small  ma- 
chines such  as  lathes,  grinders,  small  jointers,  etc.,  and  this  work 
followed  up  with  a  few  plates  of  cabinet  and  isometric  drawing, 
followed  by  development  work.  Schools  located  in  agricultural  dis- 
tricts may  give  architectural  drafting  with  emphasis  on  framing 
and  farm  buildings  with  modern  sewage  disposal  facilities. 

Schools  offering  a  four  year  course  in  manual  arts  should  offer 
machine  drawing  and  design  and  a  course  in  architectural  drafting 
in  the  third  year.  Students  should  become  familiar  with  all  phases 
of  the  industrial  work  offered  before  the  end  of  the  junior  year. 
The  fourth  year  should  be  one  of  specialization  in  which  the  stu- 
dent takes  up  the  work  that  will  be  expected  to  prove  the  most  val- 
uable to  him  after  leaving  school. 


